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English Language Development Program PlanSiuslaw School District 97JFebruary 2018

Siuslaw School District 97J2111 Oak Street, Florence, Oregon 97439Phone 541-997-2651 - Fax 541-997-6748www.siuslaw.k12.or.us

Table of Contents

Section 1: District Demographics

Section 2: School District Information and Program Goals

Section 3: Identification of Potential English Learners

Section 4: Program of Service for English Learners

Section 5: Staffing and Resources

Section 6: Transition from English Language Development Program

Section 7: Equal Access to Other School District Programs

Section 8: Parent and Community Involvement

Section 9: Program Implementation and Evaluation

Section 1: District Demographics

1. SIZE OF DISTRICT/SCHOOL INFORMATIONSiuslaw school district is a small rural district located on the central Oregon coast in the city of Florence. Florence is a retirement community, and tourism is the main industry. The Siuslaw School District has one elementary school (K-5), one middle school (6-8), and one high school (9-12). The district is approximately 60 miles from the Siuslaw/Springfield area and the resources that it provides. The Siuslaw School district is a member of the Lane ESD Title III Consortium.

2. ENROLLMENTEnrollment by building: December 15, 2017

SIUSLAW ELEMENTARY = 624 SIUSLAW HIGH SCHOOL = 445 SIUSLAW MIDDLE SCHOOL = 334

District Total 1,403

3. DIVERSITYGroup Student Count % of population

White 1051 75%Hispanic 132 9%Asian 16 1%Native Hawaiian/Pacific Islander 9 .6%

Black 3 .2%American Indian/Alaska Native 33 2%

Two or more 157 11%EL TAG 0 0EL SWD 10 5%

(Total District # SWD= 188 Dec 2017)

4. LANGUAGES REPRESENTEDLanguage # of students860 Chinese(Mandarin) 51110 Danish 11210 Dutch 11290 English 112100 Japanese 23630 Philippine 13830 Russian 23870 Samoan 24260 Spanish 49

#5- 8 EL ENROLLMENT

Total EL’s = 75 (LEP and Monitored)

Total LEP = 24

Total Monitored = 51

Percentage of Total District = 5% (75 EL’s out of 1403 total students)

SIUSLAW ELEMENTARY: 43 EL/624 total = 7% SIUSLAW HIGH SCHOOL 21 EL/445 total = 5% SIUSLAW MIDDLE SCHOOL 11 EL/334 total = 3%

ELSWD= 10 (Current, updated as of 2/1/2018)

Primary disability:

50 Communication Disorder 3 students 90 Specific Learning Disability 7 students

Percent of EL population = 13%

As of this date, no students are on 504 plans, or identified as TAG.

#9- 19 DISTRICT PROGRESS FOR ELs: SIUSLAW SD

Siuslaw EL Students Number

Percentage

All ELs showing growth (students tested 2015-16 & 2016-17) 13 100ELSWD showing growth (students tested 2015-16 & 2016-17) 2 100EL 5 or more years showing growth (students tested 2015-16 & 2016-17)

2 100%

Exited as proficient EL’s 2016-17 7 29%Exited as proficient ELSWD’s 1 10%Monitoring Year 1 14Monitoring Year 2 10Monitoring Year 3 17Monitoring Year 4 4Former EL’s 14Re-entered EL’s 0Monitored EL met/exceed SBA 12 25%Monitored ELSWD met/exceed SBA 0 0EL’s 5 years or more 2ELSWD’s 5 years or more 0EL’s with waiver 2 2%

Section 2: School District Information on Program Goals

Program Goals Overall: 1. Increase students' English language proficiency. 2. Increase students' academic achievement in core academic subjects. 3. Provide ELD curriculum designed to support content-area instruction and advance

students' progress toward benchmarks and meeting the district objectives and goals that all students are expected to meet.

4. Ensure that ELD students graduate high school at a rate equal to other students. 5. Provide ongoing staff development and training opportunities that will enhance

teachers' understanding of second language acquisition and teaching techniques proven beneficial to English Language Learners.

6. Ensure meaningful participation in District’s educational program for all ELD students. 7. Assist schools with concerns that may negatively affect student achievement. 8. Facilitate parent involvement in the schools and in the education of their children. 9. Continually monitor and reevaluate administration of ELD Program and services to

ensure that students are receiving the best model of service delivery possible. 20. EDUCATIONAL APPROACHES

School District Approach Core ContentSiuslaw Elementary School

EL pull-out using state approved curricula supported with:

SIOP/GLAD Model Oregon Writing

Project Online Language

programs

State approved curricula:National Geographic - Reach

Support materials: Oregon Writing

Project materials Rosetta Stone Moby Max

Siuslaw Middle School As above State approved curricula:National Geographic - Inside

Support materials:As above

Siuslaw High School As above State approved curricula:National Geographic - Edge

Support materials:As above

21. RELEVANT RESEARCH

National Geographic curriculum research base available in curriculum guides; extensive enough to warrant overview documents below:

National Geographic REACH:

“Improving the language and literacy skills of third-grade English language learners: A study of the effectiveness of National Geographic Reach 2010–2011”

http://ngl.cengage.com/correlationsdocs/RCH_11_EffectStudy_ExecSum_lores_r2.pdf

National Geographic INSIDE:

“Improving the reading and language skills of middle school striving readers and English language learners: A study of the effectiveness of Inside Language, Literacy, and Content 2008–2009”

http://ngl.cengage.com/correlationsdocs/SEB21_0430A.pdf

National Geographic EDGE

“Improving the reading and language skills of high school striving readers and English language learners: A study of the effectiveness of Hampton-Brown Edge™ 2007–2008”

http://ngl.cengage.com/correlationsdocs/SLL13-0420A.pdf

SIOP is used as a supportive model, as the research base is not rigorous enough to warrant its use without evidence-based curriculum. We have found it to be an effective teacher strategy, in combination with our other materials and resources. What Works Clearinghouse summary of research review:

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2013, February). English Language Learners intervention report: Sheltered Instruction Observation Protocol® (SIOP®). Retrieved from http://whatworks.ed.gov.

Oregon Writing Project

https://www.nwp.org/cs/public/download/nwp_file/16998/Writing_Assessment_in_the_21st_Century.pdf?x-r=pcfile_d

Rosetta Stone

http://resources.rosettastone.com/CDN/us/pdfs/Rockman-Evaluation-Report.pdf

http://resources.rosettastone.com/CDN/us/pdfs/Rockman-Evaluation-Report.pdf



http://whatworks.ed.gov/

http://ngl.cengage.com/correlationsdocs/SLL13-0420A.pdf

http://ngl.cengage.com/correlationsdocs/SEB21_0430A.pdf

http://ngl.cengage.com/correlationsdocs/RCH_11_EffectStudy_ExecSum_lores_r2.pdf

22. Siuslaw School District’s educational goal for English language proficiency:

1) By the end of 2017-18 school year, 80% of students who participated in the ELPA last year and who attend regularly will increase language skills as follows:

a. Students whose language levels were a one last year will increase by half a language level on the ELPA for at least three out of four areas.

b. Students whose language levels were a two last year will increase by half a language level on the ELPA in at least three out of four areas.

c. Students whose language levels were a three last year will increase by a full level or maintain a level on the ELPA in at least three out of four areas.

d. Students whose language levels were a four or above will keep at least a level four in three out of four levels.

e. Students whose level was a five last year will maintain at least a level four in all areas and exit the program.

This expectation is the same for Elementary, Middle, and high school students. This SMART goal already allows for Recent Arrivers, SIFE, ELSWD, and other configurations because it is measuring achievement for students who have been with us at least a year. Recent Arrivers will receive a base score this year, and be compared in next year’s scores, when we have something to compare. Our expectation for Recent Arrivers is that their language skills are going up at least half a level each year. Our last two Recent Arrivers went from a zero on all four domains when they entered (per the Woodcock Munoz) to a one across the board on their first ELPA. They were not included in that years SMART goal data, because the two tests are not the same. But this is their second year and they were included. They received all threes and fours on the ELPA advancing two levels. We do not have any new Recent Arrivers this year.

2) By the end of the 2017-2018 school years, 80% of students who participated in the ADEPT last year and who attend EL classes regularly will increase language skills as follows:

a. Students whose language levels were a one last year will increase by half a language level on the ADEPT.

b. Students whose language levels were a two last year will increase by half a language level on the ADEPT.

c. Students whose language levels were at least a level three last year will increase by a full language level or maintain a level four status on the ADEPT.

d. Students whose language level was a five will maintain a five on the ADEPT and exit the program.

This SMART goal already allows for Recent Arrivers, SIFE, ELSWD, and other configurations because it is measuring achievement for students who have been with us at least a year. Recent Arrivers will receive a base score this year, and be compared in next year’s scores, when we have something to compare. Our expectation for Recent Arrivers is that their language skills are going up at least half a level each year. Our last two Recent Arrivers went from a zero on all four domains when they entered (per the Woodcock Munoz) to a one across the board on their first ELPA. They were not included in that years SMART goal data, because the two tests are not the same. But this is their second year and they were included. They received all threes and fours on the ELPA advancing two levels. We do not have any new, Recent Arrivers this year.

23. Goal for Core Content Knowledge, as measured by the SBAC and credit completion:

Elementary: Given sheltered instruction, research-based curriculum, differentiated instruction, and appropriate accommodations as outlined by ODE based on individually assessed student needs, Siuslaw School District will reduce the percentage of students each year who are not proficient on SBAC by 5%.

Secondary:

A. Given sheltered instruction, research-based curriculum, differentiated instruction, and appropriate accommodations as outlined by ODE and based on individually assessed student needs, Siuslaw School District will reduce the percentage of students each year who are not proficient by 5%.

B. For students who arrive as Freshman, by their Senior year they will maintain the credit completion of 6 credits per year required for them to be counted as “on track to graduate”.

C. For EL students who arrive later than Freshman year, they will graduate within their 5-year cohort time.

24. Describe how the district will measure the effectiveness of the program based on the goals stated in 22:

Measures of effectiveness: ELPA21 scores, ADEPT Progress monitoring: Formative assessments (as determined by EL Coordinator/Teacher:

REACH, Inside, EDGE, Moby Max, writing journals, teacher input)

Reviewed quarterly by EL Coordinator/Teacher.

Students will acquire English language proficiency within five years of enrollment in ELD Program, aligning with the goals set forth by the Oregon Department of Education.

The Woodcock Munoz-Munoz Language Survey will be administered to all new students when they enroll in school, if the Language Use Survey (see appendix) indicates another language is/has been spoken in the home.

The ADEPT as well as REACH, Inside and EDGE, and other curriculum-based assessments, will be used as progress monitor tools as determined by the EL Coordinator/Teacher.

The ELPA 21 test will measure their progress in acquiring English language proficiency and to determine who will need extra assistance in meeting the proficiency targets.

In addition, English Language Proficiency Assessment (ELPA 21) scores will be the main measure of evaluation of correct placement. The ELPA 21 Screener may be adopted as a qualifying assessment when it becomes available.

25. Describe how the district will measure the effectiveness of the program based on the goals stated in 23:

At the elementary level, Core program effectiveness is measured through systematic progress monitoring of EL students’ academic achievement, as demonstrated through various assessments which include:

Formative assessments (Easy CBM, STAR) aligned to the Common Core Standards Curriculum-based formative assessments and progress monitoring:

o Formative EL assessments (as determined by EL Coordinator/Teacher: REACH, Inside, EDGE, Moby Max, writing journals, teacher input)

o Teacher input on classroom curriculum-based assessments, reviewed quarterly by EL Coordinator/Teacher.

At the secondary level, program effectiveness is measured through systematic progress monitoring by EL Coordinator/Teacher of EL students’ academic achievement on:

Formative EL assessments (as determined by EL Coordinator/Teacher: REACH, Inside, EDGE, Moby Max, writing journals, teacher input)

Teacher input on classroom curriculum-based assessments, reviewed quarterly by EL Coordinator/Teacher.

Monitoring of SBAC scores by EL Coordinator/Teacher.

26: Describe the frequency the district will progress monitor the established goals:

The EL coordinator keeps a “Quick File” with updated test scores and data on each EL student. As ELPA, Smarter Balance, District benchmark and progress monitoring assessments are acquired the results are put into the file and reviewed by the EL coordinator and other members of the student’s team, which may include: teachers, parents, the Special Programs coordinator, specialists, principals, and counselors.

Formative assessments are gathered monthly and are also kept in each students EL file, which may include: writing samples, portfolio pieces, Moby Max, or Rosetta Stone scores, and other classroom curriculum-based data gathered from teachers.

Student score data are looked at on a monthly basis by the EL Coordinator/Teacher, in addition to quarterly updates at conference times.

Emerging bilinguals are on individual lesson plans during EL classes, which are mapped to the Common Core Standards for EL students. The EL Coordinator/Teacher focuses daily on monitoring foundational skills to support growth in all standards for these students.

Weekly and monthly grade-level, building-level, or district-level teams meet to review assessment data. Teams will discuss changes to student’s curriculum and approach whenever a student is not on track to meet goals. The team will continue to change programs to ensure that all students have an equal chance to meet the district goals. The EL Coordinator/Teacher will be included in meetings or alerted as these teams identify EL students who need additional review.

27: Describe how these goals compare to the District’s educational goals for non-EL students:

Siuslaw School District established a vision and goal that applies to all students: “Motivating and preparing all students to reach their greatest potential.” The overall Siuslaw District goals focus on District delivery and accountability to all of our students. By using growth model targets, we can more realistically achieve greater gains for lower starting percentages, and close the opportunity gaps for subgroup categories.Annual review and ongoing data team reviews of Division 22 standards serves to ensure that all of our students benefit from multiple accountability standards. By focusing on individual growth and general education inclusion, EL students can achieve at their own pace while gaining skills and knowledge in core content areas. At our middle and high schools, we are implementing AVID and new CTE coursework, which will include EL students as well. These programs attempt to increase the graduation rate by focusing on future pathways and the transition to adulthood. All programs are available to all students in Siuslaw, and this inclusive growth mindset is pivotal to positive student outcomes.

In addition to the Siuslaw School District’s annual meetings to review mandated state assessments, which are used to compare scores and goals for all students in the district, the EL coordinator keeps a “Quick File” with updated test scores and data on each Active EL student. As ELPA, Smarter Balance, District benchmark and progress monitoring assessments are acquired, the results are put into the file and reviewed by the EL coordinator and other members of the student’s team, which may include: teachers, parents, the Special Programs coordinator, specialists, principals, and counselors. Formative assessments are also kept in each students EL file, which may include: writing samples, portfolio pieces, Moby Max, or Rosetta Stone scores, and other data gathered from the teachers. While scores are looked at on a regular basis, by the EL Coordinator/Teacher’s gathered data is discussed and/or distributed to team members at the beginning and end of the year, in addition to quarterly updates at conference times.

Teams will discuss changes to student’s curriculum and approach whenever a student is not on track to meet their goal. The team will continue to change programs to ensure that all students have an equal chance to meet the district goals. EL students are included in these discussions at every level. In addition, Emerging bilinguals are on individual lesson plans, during EL classes, which are mapped to the Common Core Standards for EL students. The EL teacher especially focuses on foundational skills to support growth in all standards.

Monitored and Forever EL quick files are updated with credit transcripts and mandated state assessments, and reviewed by the EL coordinator as those credits and scores come in. If there are changes in performance, teams will discuss the changes to determine if the change is related to a language issue and needs to be addressed by the EL Coordinator/Teacher. Teams may consist of: teachers, parents, the Special Programs coordinator, specialists, principals, and counselors. If it is determined that a Monitored or Forever EL’s academic goals are because of a language issue, a meeting will be held to determine if re-entry into the EL program or into a maintenance program is necessary.

Teachers and other members of the team, can also flag potential problems with educational goals for any Active, Monitored, or Forever EL. The issue will then be reviewed by the EL Coordinator/Teacher and other members of the team, and curriculum or other issues can be adjusted.

28. Siuslaw School District’s educational goals for EL graduation rate/on track to graduate:

All EL students will be on track to graduate, based on individual needs (initial start date and credits at that time, as well as their language learning needs, and participation in school-wide graduation support initiatives) and timelines set by EL Coordinator and high school team.

Measures of effectiveness: EL students enrolled in school-wide graduation support classes, credit plan in place with counseling office, and EL supports for language learning.

Progress monitoring: EL Coordinator and high school counselor will monitor EL student schedules and transcripts at each semester.

In addition to the District’s, annual meetings to review mandated state assessments, which are used to compare scores and goals for all students in the district, the EL coordinator keeps a “Quick File” with updated test scores and data on each Active EL student. As ELPA, Smarter Balance, District benchmark and progress monitoring assessments are acquired the results are put into the file and reviewed by the EL coordinator and other members of the student’s team, which may include: teachers, parents, the Special Programs coordinator, Specialists, principals, and counselors. Formative assessments are also kept in each students EL file, which may include: writing samples, portfolio pieces, Moby Max, or Rosetta Stone scores, and other data gathered from the teachers. While scores are looked at on a regular basis, by the EL Coordinator, gathered data is discussed and/or distributed to team members at the beginning and end of the year, in addition to quarterly updates at conference times.

Teams will discuss changes to student’s curriculum and approach whenever a student is not on track to meet their goal. The team will continue to change programs to ensure that all students have an equal chance to meet the district goals. Emerging bilinguals are on individual lesson plans, during EL classes, which are mapped to the Common Core Standards for EL students. The EL teacher especially focuses on foundational skills to support growth in all standards.

Monitored and Forever EL quick files are updated with mandated state assessments and reviewed by the EL coordinator as those scores come in. If there are changes in performance, teams will discuss the changes to determine if the change is related to a language issue and needs to be addressed by the EL coordinator. Teams may consist of: teachers, parents, the Special Programs coordinator, Specialists, principals, and counselors. If it is determined that a monitored or forever EL’s academic goals are because of a language issue a meeting will be held to determine if reentry into the EL program or into a maintenance program is necessary.

Teachers and other members of the team, can also flag potential problems with educational goals for any Active, Monitored, or Forever EL. The issue will then be reviewed by the EL coordinator and other members of the team, and curriculum or other issues can be adjusted.

Siuslaw School District established a vision and goal that applies to all students: “Motivating and preparing all students to reach their greatest potential.” The overall Siuslaw District goals focus on District delivery and accountability to all of our students.

Annual review and ongoing data team reviews of Division 22 standards serves to ensure that all of our students benefit from multiple accountability standards. By focusing on individual growth and general education inclusion, EL students can achieve at their own pace while gaining skills and knowledge in core content areas. At our middle and high schools, we are implementing AVID and new CTE coursework, which will include EL students as well. These programs attempt to increase the graduation rate by focusing on future pathways and the transition to adulthood. All programs are available to all students in Siuslaw, and this inclusive growth mindset is pivotal to positive student outcomes.

Section 3: Identification of Potential English Learners

#29- 30 Siuslaw School District EL Identification Procedures

As stated in ESSA, the U.S. Department of Education defines the term “English learner,” as an individual who:

Who is aged 3 through 21; Who is enrolled or preparing to enroll in an elementary or secondary school; Who was not born in the United States or whose native language is a language other

than English;o who is a Native American or Alaska Native, or a native resident of the outlying

areas; ando comes from an environment where a language other than English has had a

significant impact on the individual's level of English language proficiency; oro who is migratory, whose native language is a language other than English, and

who comes from an environment where a language other than English is dominant; and

Whose difficulties in speaking, reading, writing or understanding the English language may be sufficient to deny the individual –

o the ability to meet the challenging State academic standardso the ability to successfully achieve in classrooms where the language of

instruction is English; oro the opportunity to participate fully in society

Siuslaw School District uses this definition to identify EL students in the district. Students are identified for the program within 30 days at the beginning of the school year or within 10 days during the school year. The steps for identification are outlined in the flowchart and described below:

Initial Placement Process - LUS Beginning in Fall of 2018, Siuslaw School District 97J will use the new Language Use

Survey (LUS), developed collaboratively with multiple District’s, stakeholders, and ODE. The Language Use Survey is included in enrollment materials provided by the school

registrar as part of the District’s enrollment process. The LUS, is available through TransACT, and will be provided in the family’s native language whenever possible.

o Timeline: Within 30 days at the beginning of the school year or within 10 days during the school year

o Person Responsible: School Secretaries

LUS indicates Potential EL

All Language Use Surveys with a language other than English, or indicate that the student is American Indian/Alaska Native, will be copied and given to the ELD teacher. The LUS is used to initiate the process for potential ELD eligibility.


o Person Responsible: School Secretarieso Potential EL Cum File Review

Upon receiving the LUS, indicating the student as a potential EL, the ELD teacher will review the cum file to check for previous ELD screening and/or identification from the student’s former district(s). If former cum file is not available the ELD Specialist will contact the previous district and/or ODE to gather ELD history.


o Person Responsible: ELD teacher and/or ELD Specialist

New to Oregon or US Schools

Any students new to the US, new to Oregon, or whom have not previously been assessed for ELD, will be given the ELPA21 screener to determine program eligibility.

o Timeline: Immediately following file review, within 30 days at the beginning of the school year or within 10 days during the school year

o Person Responsible: ELD teacher and ELD Specialist

Newly Qualified Students

Upon completion of the ELPA21 screener:o Students who qualify will begin ELD services, and a parent notification letter will

be sent home. The parent notification letter, indicating initial placement of ELD services, will be sent home in the parent’s home language, when available, and kept in the student’s permanent cum file.

o Notification of the student’s EL status will be disseminated to district personnel including the: ELD office, building administrator, school staff, and classroom teacher(s). In addition, the ELL flag will be activated in Synergy.

Timeline: Immediately following receipt of the ELPA21 screener results Person Responsible: ELD teacher

Initially Fluent Students

Documentation of ELPA21 screener results for all students who are initially fluent, “Too High to Qualify,” for ELD services will be kept in the student’s permanent cum file. In addition, parent notification will be sent home in the parent’s home language, when available.

o Timeline: Immediately following receipt of the ELPA21 screener resultso Person Responsible: ELD teacher and ELD specialist

Continuing EL Students

Any student served by the District’s ELD Program during the previous school year, or enrolled with an active LEP flag from another Oregon district, will begin ELD services. A parent letter, indicating continuation of ELD services, will be sent home in the parent’s home language, when available, and kept in the student’s permanent cum file.

Notification of the student’s EL status will be disseminated to district personnel including the: ELD office, Special Programs Director, school staff, and classroom teacher(s). In addition, the ELL flag will be activated in Synergy, the SIS system. The EL coordinator will let people know and fill out a form for the Special Programs Secretary to activate the flag in synergy.

Students will continue to be served until they meet exit requirements. o Timeline: Immediately following file review, within 30 days at the beginning of

the school year or within 10 days during the school yearo Person Responsible: ELD teacher and Special Programs Secretary

Misidentified Students

Schools, parents and students (age 18+) who believe a student may have been misidentified as an EL or non-EL may request that the EL identification process be reviewed.

This process may be utilized for students who:o Have a language use survey with a language other than English oro Have a language use survey with English and are Native American/Alaska Native

and:o Are ELs or Non-Els

Timeline: Parents, schools and adult students have 45 calendar days to submit a written request to review the results of the EL identification determination

Person Responsible: A student’s parent/guardian, teacher (if the teacher’s request includes written consent from the parent or guardian), or a student of 18 years of age

Review of written request Timeline: Within 10 school days, unless the student has IEP/504 in which

case the special education team must be consulted and review completed within 20 school days

Person Responsible: ELD specialist, ELD teacher and special education team, if applicable

Documents: will be kept in the student’s permanent cum folder

Process for reviewing initial identification:o School receives letter requesting reviewo School contacts ELD teacher/coordinator o ELD coordinator reviews all documents:

Language Use Survey Cum folder Initial identification assessment – if given Student work-samples in English Student work-samples in home language, if appropriate

Students not on IEP/504 the ELD Specialist will decide:o Was the student a potential EL and given the screener appropriately?

Yes, but the student was initially fluent

If student work-samples and cum folder provide additional information that the student needs support in learning English then the student status is changed in Synergy and parents are notified.

Yes, student is initially an EL If student work-samples and cum folder provide additional

information that the student demonstrates English proficiency the student status is changed in Synergy to 3-H initially fluent.

o If the student is a potential EL that was not given the EL screener, then the ELPA21 screener is administered and EL status follows screener results.

Timeline: Within 10 school days from receipt of written request Person Responsible: ELD specialist, ELD teacher and ELD office assistant Documents: will be kept in the student’s permanent cum folder

Students with an IEP/504:o ELD specialist consults with special education team regarding whether the

student has a disability or is suspected of having a disability that may impact his/her ability to read, write, speak or listen to English.

o A records review of the same documents is conducted. Timeline: Within 20 school days from receipt of written request Person Responsible: The team of special education and EL staff decides

how to proceed forward with the student Documents: will be kept in the student’s permanent cum folder

Monitoringo Any student initially identified as an EL, but then determined to be fluent

through final identification will be included in the District’s monitoring process.

Follow-Up – Check Ino Within 3-6 months following each initial-final identification process a review of

the steps taken and the student’s current academic/linguistic progress will be conducted.

Refusal of Services

Every effort is made to ensure that parents have the information they need to make a well-informed educational decision about the participation of their child in the District’s ELD Program and other service options, which may be available.

Information is available for parents through

o A phone call or in-person meeting with the school’s ELD teacher or ELD specialisto Transact forms approved by the state in the students language whenever

possibleo Meeting with District’s bilingual liaisono Interpreter in parent’s home language will be provided, whenever available

Should parents decline ELD services for their childo The ELD specialist asks the parents to fill out a "Refusal of English Language

Development Services" formo Parents are informed that:

Their student will be given the ELPA21 each year, with scores sent home, until English proficiency is reached

ELD services may be resumed at any time, per parent request Process

o Timeline: Immediately following receipt of the signed "Refusal of English Language Development Services" form

o Person Responsible: Parent, ELD teacher and ELD specialisto Documents: will be kept in the student’s permanent cum folder

*Currently using Transact to reproduce the Home Language Survey from ODE.

** As ODE adopts new ELPA21 screener, this will replace WMLS. Siuslaw SD will use the state approved fluency scores at each grade level.

***As part of the Lane County Title III Consortium, Siuslaw SD Title III staff are regularly trained and participate in professional development for this purpose.

31. Siuslaw School District EL Identification Procedures (Native American)By using the HLS from ODE, we identify Native American students for potential EL services on this form. We also cross reference our data on our student information system, Synergy, to ensure that all students who are Native American and might need screening are found.

All Language Use Surveys indicating the student identifies with Tribal/Heritage/Native Language (i.e. languages spoken by AI/AN tribal citizens, Native Hawaiians, and citizens of U.S. Territories) are collected by the school registrar

A copy of the LUS is given to the ELD teacher who initiates the process for potential ELD eligibility


o Person Responsible: School registrar and ELD teacher

o Documents: The LUS is stored in the student’s permanent fileNote: As recommendations regarding this process are provided by ODE these procedures will be modified to reflect the most current guidance.

32. Siuslaw School District EL Identification Procedures (ELSWD)Once a student is identified as qualifying for EL services, the EL Coordinator sends the Special Programs office the list of students to cross reference for disability status. If a student is identified as having both Title III and disability services (IEP or Section 504 plan) the EL Coordinator collaborates with the Special Programs teams to ensure that plans are appropriate for the student (via IEP or 504 team meetings). The EL Coordinator is included as part of the IEP or 504 team.When screening a student with a disability for potential EL qualification, Siuslaw School District 97J uses the following procedure:

Special Education and/or Family Service Plano Team convenes to determine potential supports the student may need to be

able to successfully access the ELPA21 language screener. Team may include: ELD teacher and/or specialist SPED teacher and/or administrator Behavior specialist Counselor Occupational, Speech, and/or Physical Therapist(s) Interventionist Principal Parent

o Screener will be administered, within the required window, aligned with student’s support needs

o ELD teacher will follow protocol for student’s placement in the ELD program, taking into account service delivery recommendations from the team

o Notes regarding ELD program placement and ELPA21 assessment recommendations will be documented on the student’s IEP

Interpreterso District staff use interpreters throughout the identification and eligibility process,

as needed. Special Considerations

o Students and families with special circumstances, such as: refugee, SIFE, Migrant or Recent Arriver status, will be supported throughout the identification process.

33. Assessments

Woodcock-Munoz Language Survey (WMLS) is administered by a qualified Title III EL staff member.The WMLS assesses oral expression, reading, writing, listening, and the broad and applied language ability. The WMLS provides both a Language Proficiency Level and a Relative Proficiency Index (RPI) score to indicate student English language ability.

Woodcock-Munoz scores are reviewed by EL Coordinator, and other team members as necessitated by individual student needs.

A student is determined to qualify for EL services if the students meet the definition of LEP and scores an RPI of less than 86, on the broad English Ability.

As ODE adopts new ELPA21 screener, this will replace WMLS. Siuslaw SD will use the state approved fluency scores at each grade level.

34. TrainingAll staff administering the ELPA 21 Screener will participate in ODE training and will have documentation on file. The training will be provided annually each fall or as needed.

35. Data Collection/DisseminationData will be collected by the EL Coordinator, and communication with teachers will follow these as part of daily communications. The Identification of EL students will occur within 30 days of the beginning of the school year or within two weeks after enrollment within the school year. After completion of the identification process, the following steps are taken to disseminate the information:

1. The EL Coordinator completes the assessment data collection.2. The EL Coordinator updates the student database, placing the student in the EL program

or noting that they were found not eligible.3. The Classroom teacher is notified by the EL coordinator for students who qualify for

Title III EL services.4. A divider is put in the students CUM file as notice that they are an LEP/EL student.

36. Information Storage

EL assessment data and original EL documents (language use survey, screener results, and parent notification) will be stored in secure files in the office of the EL Coordinator. Other student documentation relative to EL services will be kept in those secure and locked files as well. The ELD teacher places copies of all placement documentation, ELPA21 screener, and ELPA 21 assessment scores in the students permanent cum file.

37. Parent Notification Process/TimelineTimeline and process for parent notification letters:

EL Coordinator writes and sends the parent notification of initial placement , continuing placement, or initially fluent and exited forms within one week of identification for services.

EL Coordinator will utilize Transact to reproduce state approved documents. This will be the first option for translated documents as EL. If documents need to be translated into languages not available on Transact, a translator will be identified and hired to make the translation.

EL Coordinator will store all documents in secured file within EL Coordinator office and a copy will be placed of the initial placement in the students cum file.

38. Include the process for ensuring parent notification letters are provided in a language parents can understand.Whenever possible state approved transact letters are printed in the student’s native language as well as English. If we are sending notification letters that are not available in transact, a translator will be identified and hired to make the transaction.

39. Describe where the original language use survey, identification screener results, and original parent identification communication will be stored.

The following list of items will be maintained in the cum folder as outlined in OAR 116-400-0060-(10), (12), (26):

Language Use Survey ELPA21 Screener results Initial EL Program Placement Letter, if applicable Initially fluent letter, if applicable Waiver/Refusal of Service letter signed by parent or guardian, if applicable ELPA/ELPA21 annual assessment results Exit as Proficient letter, when student has reached English proficiency Annual Monitoring documents, collected during the four years of monitoring

status Re-entry into EL Program During Monitoring letter, if applicable

Copies and additional files will be kept in the EL coordinators office in a locked file cabinet, or in the Special Programs office in a locked file cabinet.

Section 4: Program of Service for English Learners

#40-41

Siuslaw School District Program of Services

Program Model and Description Program Description and Services

Program Delivery

Model:EL Pull-out

Location: Elementary

Description: Intensive instruction focusing on developing English grammar, vocabulary, and communication skills.

Services: Small group instruction based on language level of students

How:State approved curricula:(Nat Geo Reach)Systematic ELGrammar GalleryRosetta StoneReading Express

By Whom: Certified/ESOL endorsed teacher

Where: Siuslaw Elementary EL Classroom

Duration: Minimum 4-5 days per week30-45 minutes per day. Based on team review of individual student data, this can be increased as student needs dictate.

Program Model and Description Program Description and Services Program Delivery

Model: Sheltered immersion

Location: Elementary

Description: Instruction in mainstream English-only classrooms focusing on English language development through content area instruction.

Services: Whole class instruction with adjustments so that subject matter is comprehensible

How: Sheltered instruction methods

By Whom: Certified teacher trained in sheltered instruction, Observation Protocol (SIOP), or Guided Language Acquisition Design (GLAD)

Where: Siuslaw Elementary Regular Classrooms

Duration: Daily


Model:EL Class Period

Location: Middle School/High School



How:State approved curricula(Nat Geo Inside, and Edge)Systematic ELGrammar GalleryRosetta StoneStudy Island


Where: Siuslaw High School EL Classroom & Siuslaw Middle School EL Classroom

Duration: Middle School 30 Min. periodsHigh School 52 min. periods


Model: Sheltered Immersion

Location: Middle School/High School

Description: Instruction in mainstream English-only classrooms focusing on English language development through content area instruction.

Services: Whole class instruction with adjustments so that subject matter is comprehensible

How: Sheltered instruction methods

By Whom: Certified teacher trained in sheltered instruction, Observation Protocol (SIOP)

Where: Siuslaw Middle/High mainstream classrooms

Duration: DailyMiddle School 43 min. periodsHigh School 52 min. periods


Model:General Education Skill Level Classroom

Location: Middle School

Description: Students with similar reading skill levels are grouped together.

Services: Skill level grouping facilitates effective reading instruction, targeted to student need, to increase student success and enhance progress in reading English

How: Middle School Reading curriculum (Glencoe Reading With Purpose)

By Whom: Certified teacher and/or Reading specialist

Where: Siuslaw Middle School Literature class

Duration: Daily 43 min. per class

Program Model and Description

Program Description and Services Program Delivery

Model:ELSWD

Location:All schools

Description: Special Education Eligibility:#10 Intellectual Disability#20 Hearing Impaired#40 Vision Impairment#60 Emotional/Behavioral Disability

Services:Cascade of services available includes:

Interpreter for meetings and coursework as identified for individual need. If language is other than interpreter available, family support and other avenues will be utilized (professional interpretation via online services, for example)

EL Coordinator and SPED case manager coordinate with IEP team to determine the best services and placement for each student.

Gen Ed: supports & collaboration with SPED/EL

Resource Room: in collaboration with EL

Behavior Support Classroom: in collaboration with EL

Life Skills classroom: in collaboration with EL

Alternative Education classroom: in collaboration with EL

Individual Supports: aide support directed by SPED/EL certified

Specialist Supports: consultations and service from variety of specialists (Autism, OT, PT, Behavior, Speech/Language, Aug

How: Individualized Education Program, in collaboration with EL services

By Whom: SPED Case Manager, EL Coordinator or Program Director, and the IEP team.

Where: Individualized based on student data assessed, IEP team review and services assigned.

Duration:Federal Placement levels-

Gen Ed 80% or more of day

Gen Ed 40-79% of day

Gen Ed 0-40% of day

Comm.)

Program Model and Description Program Description and Services Program DeliveryModel:Recent Arriver/SIFE

Location:All schools



How:State approved curricula:(Nat Geo Reach)Systematic ELGrammar GalleryRosetta StoneReading Express


Where: Siuslaw EL Classroom

Duration: Varies depending on the level of the student’s language learning needs. Minimum 4-5 days per week30-45 minutes per day. Can extend to up to a half day. Based on ELD team review of individual student data, this can be increased as student growth dictates. Including student in more English-speaking classrooms and activities is the goal, as they demonstrate increasing ability with language skills. Credit needs and the graduation plan for each student in high school grades is an essential part of planning.

42. Participation in core curriculum/standards and criteria:Students attend core instruction in their regular classrooms and attend Special Programs around core classes. EL times for each grade level are placed in the master schedule by building administrator and EL Coordinator at the beginning of the year. Some adjustments are made during the year to ensure participation in all required classes, and for flexibility with teachers. EL students have access to all Federal (Title I, Title IVB, Title VI, Title IX, Title X McKinney-Vento, SPED, Section 504) programs that help them to benefit from their regular core classes. Individual lessons are planned for each student in the EL classroom based on their language level and the core standards that they are not meeting. The EL Coordinator works with teachers, principals, and counselors as a team to ensure that EL students are scheduled for services at times that are best for their needs, and as possible, do not reduce time in core instruction or highly desired activities (music, career, technical, etc.). The duration of EL services

is typically constant, but if a student arrives with higher levels of need, a team determines the best course. The team looks at and monitors data from the EL Coordinator’s assessments, trends in student growth, and makes decisions based on these individual student data points. The team also considers additional information such as the combination of student language acquisition needs, age of arrival, and credit demands for graduation. EL students are included in high school initiatives that plan for timely graduation and postsecondary goals (AVID, ASPIRE, Freshman Success).

At the elementary level: A school wide master schedule is created by the principal which includes intervention

bands like, where no new instruction occurs in the general education classroom ELD instruction takes place during the designated intervention times, schedule

permitting The grade level teams decide the best times for EL students to have scheduled time in

EL. The EL coordinator then sets her schedule around the times that work for those classes.

Several after school academic and enrichment programs, which target ELs are also offered before and after school on a voluntary basis

The EL coordinators works with classroom teachers to ensure ELs are not missing core classes and can participate in Special Programs

Building master schedules and EL class schedules are shared with team members

At the secondary level: The El class period occurs in place of one of the students electives Students receive elective credits for EL classes The EL coordinator works with counselors and teachers to ensure that ELs are not

missing core content and can participate in Special Programs Building master schedules are shared with the EL coordinator and schedules are

reviewed each new quarter at the secondary level by the EL teacher and counselors

43. Professional Development:The Siuslaw School District, in conjunction with the Lane County Title III Consortium, offers regular training opportunities to regular classroom teachers. The training is provided through Guided Language Acquisition Design (Glad) for elementary teachers, Sheltered Instruction Observation Protocol (SIOP) for K-12 teachers, and in the Focused Approach to Systematic English Language Development. Other professional development opportunities are offered as they are made available (i.e. COSA EL Conference). EL Coordinator disseminates information on professional development as it is available and monitors the outcomes for general education teachers. Progress monitoring for EL students is given to classroom teachers by the EL Coordinator at least quarterly, so that they can be better prepared to assist their EL students.

The district provides orientation training, and ongoing training opportunities which have included classes at Uof O and Lane Educational Service District.

Core content teachers are encouraged to attend the ongoing professional development opportunities through Lane ESD, including those put on by the EL consortium and the Studying Skillful Teaching series.

44. Criteria for services/program determination:Based on ELPA and Woodcock- Munoz scores, EL students are placed in one of the following language levels:

Beginning EL Early intermediate EL Intermediate EL Early advanced EL Advanced EL

Student’s services will be determined by the EL Coordinator with input and assistance from building administrators and school counselors in charge of scheduling. The student’s needs drive each individual plan and level of service. EL Coordinator will monitor progress on grades, test scores, and EL activities and ELPA21 scores.

Elementary:Criteria: Program placement is based upon student’s language proficiency level, as determined by the intake assessment and/or ELPA21 scores Type of service: ELD Pull-Out and/or ELD Push-In Amount of service: 30-45 minutes, 4-5 times a week Measure of effectiveness: Program effectiveness is measured by growth data collected

from a variety of assessments, which may include: curriculum assessments, district benchmark and/or progress monitoring assessments, and state assessments (OAKS, SBAC, ELPA21)

Secondary:Criteria: Program placement is based upon student’s language proficiency level, as determined by the intake assessment and/or ELPA21 scores Type of service: ELD Class Period Amount of service: 1 class periods, New arrivers may have more than one class period of

ELD depending on their English ability levels and a team meeting Measure of effectiveness:

o Program effectiveness is measured by growth data collected from a variety of assessments, which may include: curriculum assessments, district benchmark and/or progress monitoring assessments, and state assessments (OAKS, SBAC, ELPA21).

o Graduation rates of subgroups as compared to non-EL

45. Plan to Address Language and Content Needs ELSWD’s

Language and Content Needs by Subgroups

Language Needs Content Needs Teachers Responsible

Graduation Path

ELSW

DSi

gnifi

cant

Cog

nitiv

e, E

moti

onal

an

d/or

Beh

avio

ral D

isabi

lity

Elem

enta

ry

General Ed ClassELD ClassReading InterventionSpecial Ed ClassSpeech Class

General Ed ClassSpecial Ed ClassContent supported in ELD Class

Gen EdELDTitle ISPEDSLP

Targeted interventions to build pre-graduation skills. On track to graduate progress check at grade 3.

Seco

ndar

y

Content Area ClassELD ClassELD NewcomerSpecial Ed ClassSpeech Class

General Ed ClassSpecial Ed ClassContent supported in ELD Class

Gen EdELDSPEDSLP

Progress monitored at grades 6 and 9 with supports increasing as needed, via online high school courses and credit recovery programs.

ELSW

DDe

af a

nd H

ard

of H

earin

g

Elem

enta

ry

General Ed ClassELD ClassReading InterventionSpecial Ed ClassSpeech Class



Seco

ndar

y General Ed ClassELD ClassELD NewcomerSpecial Ed ClassSpeech Class

Gen EdELDSPEDSLP


ELSW

DBl

ind

Visu

ally

Im

paire

d

Elem

ent Services are provided

through the Oregon School for the Blind

Seco

nda Services are provided

through the Oregon School for the Blind

ELSW

D –

Rece

nt

Elem

enta

ry General Ed ClassELD ClassReading InterventionSpecial Ed ClassSpeech Class



Arriv

ers/

SIFE

Seco

ndar

y General Ed ClassELD ClassSpecial Ed ClassSpeech Class

Gen EdELDSPEDSLP


Language Support for ELSWD

General Education Class (Elementary): Language objectives, visual supports for vocabulary, sentence frames, literacy

Content Classes (Secondary): Language supports provided through sheltered instruction of core content areas.

ELD Class: Direct instruction of ELP standards, utilizing research based instructional practices for language acquisition.

Title I Reading Intervention: Target instruction focusing on: phonemic awareness, phonics, vocabulary, comprehension and fluency strategies.

Special Education Class: Direct instruction targeting language goals per IEP (if applicable).

Speech Class: Direct instruction targeting language/communication goals per IEP (if applicable).

D/HH Regional Program: Our D/HH students are supported through a regional or program.

State Program for Blind/Visually Impaired: Our blind/visually-impaired students are supported through a regional or state program.

Content Support for ELSWD

General Education Class (Elementary): Content objectives, visual aids to support content acquisition, sentence frames, and content vocabulary word wall/anchor charts.

Content Classes (Secondary): Core content provided through sheltered instruction. ELD Class: Content focused instruction of ELP standards, utilizing research based

instructional practices for language acquisition Title I Reading Intervention: Target instruction focusing on: phonemic awareness,

phonics, vocabulary, comprehension and fluency strategies Special Education Class: Direct instruction targeting academic learning goals per IEP (if

applicable) Speech Class: Direct instruction targeting language/communication goals per IEP (if

applicable)

D/HH Regional Program: Our D/HH students are supported through a regional or program

State Program for Blind/Visually Impaired: Our blind/visually impaired students are supported through a regional or state program

Siuslaw SD plans to provide for the language and content needs of our EL students by providing an array of opportunities in an inclusive environment. Our commitment to graduation is supported by multiple programs, and all students are included in these programs. For our younger students, a Response to Intervention process (RTI) is utilized to ensure that students are assessed on true need rather than misunderstanding. At all points in the process, if a student or parent has higher level of language access needs, an interpreter will be identified who can assist with the steps in the process of evaluation.

In addition to the IEP team process and specialized case management from SPED and EL Coordinator, ELSWD’s have additional Special Education programming to support their individualized needs:

ELSWD – with significant cognitive disabilities: full middle/high school Life Skills program supported by Lane ESD consortium (SPED and Title III as appropriate) and elementary Life Skills programming supported by Siuslaw SPED certified teacher/case managers.

ELSWD – emotional disability/behavioral disability: system of PBIS across the district, emotional or behavior support planning, wrap service opportunities with local service providers, alternative programming (alternative school placements in high school and off-site location).

ELSWD – deaf/hard of hearing or blind/vision impaired: regional services are arranged for students with needs for visual tools, physical supports across environments, augmentative communication, FM systems, and other language skills such as sign language. Tools such as speech to text and alternate assessment can also be useful in planning for these students.

ALL ELSWD’s are provided services based on IEP team analysis, review, and planning. This team includes EL Coordinator for ELSWD’s. The goal is to provide service in the least restrictive environment and provide the necessary instruction and accommodations in a culturally responsive manner. As students register with cultural needs that are new to our district, resources will be found (interpreter, background information, local resources in community or family group) to assist us in determining culturally responsive pathways to service.

For Recent Arriver/SIFE students, our EL Coordinator provides the assessments and individualized planning and case management necessary to for the needs of these students. We employ a variety of strategies from online learning and Rosetta Stone, to assistance from interpretation services and inclusion with language supports from EL Coordinator.

Section 5: Staffing and Resources

#46- 47Number of EL staff: 1 District-wide employee, 1 AdministratorCategories:

1.0 FTE Certified (ESOL endorsement) Teacher/Program Coordinator Special Programs Director, Administrator for Federal Programs (Title programs, SPED,

Section 504)Criteria:

Siuslaw School District 97J only recruits and hires certified and classified staff that meet Oregon/TSPC standards. Human Resources Department routinely monitors, researches, and updates all new and existing employee certifications.

Our certified teacher (with ESOL endorsement) provides instruction and program coordination, and supervises the paraprofessional who works with the LEP students for English Language Development. This teacher has the primary responsibility for planning and monitoring instruction for EL students, and providing collaboration and training for other staff in how to support instruction based on research-based teaching strategies. EL teachers have specialized training in meeting the needs of EL students, possessing an ESOL endorsement. EL assistants are reviewed annually. The EL teacher is reviewed several times during the year using the Siuslaw School District Evaluation Process. The Siuslaw Professional Growth and Evaluation Plan includes the process to support evidence based, multiple measures to evaluate teacher effectiveness based on the InTASC standards. These measures must support each of the three components of the Siuslaw Professional Growth and Evaluation Plan: Professional Practice, Professional Responsibilities, and Student Learning and Growth.The Siuslaw Framework has five domains with 23 standards. These standards support the Professional Practice and Professional Responsibilities, and each standard has examples of evidence needed to meet each standard.

EL staff members are certified in the Woodcock-Munoz assessment currently. Any new staff will be trained as hired.

Ongoing professional development is designed and offered to staff each year. All professional development activities are open to both certified and classified staff.

Professional development opportunities have been, and will be, available through the Title III Consortium.

The staff is notified throughout the year as other training opportunities across the state become available.

After new mandates are implemented, the EL coordinator looks at the needs of the staff and designs local training opportunities.

Surveys will be used to determine what training will be created for staff members.

The EL program conducts an annual needs assessment with all the instructional staff to determine their professional development priorities. These are considered along with program development targets elicited from student progress data. An administrative committee, including the EL coordinator, representative building principal and Special Programs Director evaluate the summarized data and prioritize goals and objectives for staff development based on that analysis.

Substitutes and temporary staff are chosen from a group of individuals who are familiar with our program and its goals. Siuslaw School District uses AESOP for online substitute assignment, and this assists the EL Coordinator in directing the assignment of trained substitutes.

48- Describe what methods and criteria the district will use to determine the qualifications of instructional staff assigned to the language development programThe District’s Human Resource Department follows Oregon’s Teachers Standards and Practices Commissions’ guidelines for hiring instructional staff assigned to the ELD program:Certified Teacher/Specialist

ESOL EndorsedEducational Assistant

Associates degree or Two years of college/University

ELD Program Assistant An Associate’s degree or Two years of college or university

49- Describe the contingency plan for addressing staffing issues for the EL Program The contingency plan for addressing staffing issues for the EL program is to hire ESOL endorsed substitutes or retired ELD teachers, whenever possible.

Trainingo The District’s ELD specialist mentors ELD staff to ensure that they receive the

necessary training and coachingo Temporary ELD staff will attend all professional development opportunities

Recruitmento Siuslaw School District 4J works closely with the local universities to recruit and

hire qualified staff

o Siuslaw School District 4J hosts a job fair every spring Schedule/Timeline

o Siuslaw School District 4J hires qualified staff to fill vacancies as soon as possible

#50-51 Core Instructional MaterialsState approved curricula: National Geographic: Reach, Inside, and Edge.Support materials:

Oregon Writing Project materials Rosetta Stone Moby Max

Curriculum is adjusted according to the state requirements, core standards, and the needs of the students. Student need is determined on a regular basis with daily formative assessments.

In the spring, the ELD teacher and the Special Programs Director review instructional materials and identify resources needed for the following school year. The Special Programs Director will work with the district to renew ELS instructional materials per the adoption schedule set by the ODE.

The EL coordinator reviews the curriculum weekly. Each student is on an individual lesson plan based on their assessments and formative assessments. The EL coordinator determines which of the curriculum available have a lesson that will work to fill each student’s gaps. In the event that none of the curriculums have a lesson that is appropriate, the EL coordinator searches for an appropriate lesson online, or creates an appropriate lesson. The current EL Coordinator is a trainer of trainers for SIOP and EL Achieve, and also has GLAD training. The EL Coordinator attends Lane ESD Title III Consortium meetings and trainings and attends Oregon EL conferences yearly.

52 – Describe the District’s contingency plan when the district does not currently have the core ELP instructional materials, resources, and supplies necessary to implement the District’s language development programs and the plan for obtaining necessary items.The Siuslaw School District has a brand new curriculum with materials. In the event that the materials were not there, the EL coordinator is a trainer of trainers for SIOP, EL Achieve, and the Oregon Writing Project. What she couldn’t borrow from the Lane ESD consortiums library and from networking with other EL directors, she could create. EL Achieve used to be a system for creating content for lessons. Each EL student in our district is on individual lesson plans for the Common Core standards that they lack. The EL director problem solves the best curriculum to use on a daily basis. We will have fidelity is to the Common core standards.

Section 6: Transition from English Language Development Program

#53 Proficiency Determination and ProceduresEL students continue to be served by the EL program from one school year to the next until the criteria for exiting has been met. All English learners, including ELSWD, SIFE, and recently arrived students, who demonstrate English proficiency through ELPA21 by scoring 4s or 5s in all domains will be exited from ELD services. This is documented on the LEP Report where the students are coded “1C-Exited”. Parents are notified in writing that their child has been exited from the EL program (in native language as needed). An additional copy of the notification letter is placed in the student’s EL cum file.

#54 PromotionStudents who score below ELPA 21’s 4’s and 5’s may be promoted from the EL Program if they demonstrate that they have gained English language proficiency allowing them to benefit from participation in the regular education program without assistance from the EL program. A school team examines multiple assessments that provide detailed information about the student’s progress in acquiring English language proficiency. These may include performance assessments, rubrics or checklists that emphasize the linguistic abilities, anecdotal records, and portfolio assessments. The reasons for promoting the student from the EL are included in the team’s written narrative about the student. A conference is held where the parents are invited to give input that is a factor in the decision to promote. Parents are informed in the exit notification letter and a copy of the notification letter is placed in the student’s EL cum file. Students who are promoted during the school year take ELPA during the testing window. All promoted students are coded “1C- Exited” in the LEP Report.

Promoting with Evidence:

Criteria: Any EL student, including ELSWD, SIFE and recently arrived, who scores 4 or 5 in three of the ELPA21 domains: reading, writing, listening and speaking.

Team: o ELD Specialisto ELD teachero General/content teacher(s)o Building administratoro Parent/guardian (interpreter provided if needed)o Other team members if applicable:

Special education staff Title I teacher

Counselor Additional school staff

Evidence: An ELD Exit portfolio may include:o Length and time student has been in an ELD programo Documentation of any interventions student has received, including feedback

from intervention specialist(s)o Special Education IEP goalso District and state assessment datao Classroom work samples & assessmentso Rubrics and checklists that emphasize linguistic abilitieso Classroom/content area teacher observation formo Anecdotal recordso Parent Input

Process: o The ELD teacher compiles documentation of evidence supporting the referral for

promoting with evidenceo ELD teacher and/or ELD specialist will review and compose a written summary of

findingso The school team convenes to make a determination about the potential early

promotion recommendation: Team supports decision to promote with evidence:

Promotion Form is signed by team members Students who are promoted during the school year take ELPA21

during the testing window All promoted students are coded 1C – Exited on the LEP Report by

the ELD assistant The ELD teacher places a copy of the parent notification letter in

the student’s ELD cum file The ELD exit portfolio cover pages are stored in the student’s

permanent cum file and a copy is kept in the ELD Office Team denies request for promoting with evidence:

Student continues in ELD program Reasons for denial of early promotion are documented, signed by

the team and stored in student’s permanent cum file

The district recognizes that there may be some students who score ELPA Level 5, but who are not ready to exit from the program, based on multiple assessments that indicate the skills the

students have not yet learned. A school team examines these assessments which may include performance assessments, rubrics or checklists that emphasize linguistic abilities, anecdotal records, and portfolio assessments. The reasons for retaining the student in the EL program are included in the team’s written narrative about the student. Prior to the final decision to retain, a conference is held with the parents, whose input is a factor in the decision to retain. Parents are informed in the retention notification letter of their right to refuse services. A copy of the notification letter is placed in the student’s EL cum file. Students who are retained take ELPA during the testing window and are coded “1B – Continuing” on the LEP Report.

Consideration for ELSWD’s, SIFE, or Recent Arrivers

If a student has different levels of need based on disability or English learning eligibility as a Recent Arriver or SIFE, the EL Coordinator will collaborate with appropriate team members (SPED, counselors, interpreters, parents, other relevant personnel) to ensure that services continue or that a student is promoted. As outlined in procedures above, the school team reviews multiple assessments as well as ELPA scores to make informed decisions about student progress and need. If a student has an IEP, the IEP team will be pivotal in making decisions about placement and specially designed instruction for the student.

#55 Staff responsible and their role in the exiting process:

Exit via ELPA21 Exit via Promoting with EvidenceELD Coordinator • Ensures fidelity of the process for

exiting with ELPA21 Proficiency.• Answers questions from parents

and school staff, if needed.

• Ensures fidelity of the process for Promoting with Evidence

• Reviews portfolio• Participates in team meeting• Ensures all documentation is collected

and stored

ELD Teacher • Notification of ELPA21 proficiency sent home to families in English and home language

• Informs school staff of student’s ELPA21 Proficiency

• Answers questions from parents and school staff, if needed

• Initiates process for Promoting with Evidence

• Notifies parent(s) that process for Promoting with Evidence has been initiated

• Gathers evidence for portfolio• Schedules team meeting and invites all

participants• Participates in team meeting• Notifies parent(s) of decision to Promote

with Evidence, if parent is not present during team meeting

• Stores documents in student’s permanent file

Special Programs Secretary

• Enters LEP Exit Date and codes current year as exit year

• Enters LEP exit date and codes current year as exit year

General Ed Teacher(s) • Acknowledges student’s ELPA21 proficiency

• Contacts ELD specialist or ELD teacher with questions or concerns, if needed

• Assist with gathering evidence for portfolio

• Participates in team meeting• Acknowledges student’s exiting ELD via

Promotion with Evidence• Contacts ELD specialist or ELD teacher

with questions or concerns, if needed

Building administratorSpecial education staffTitle I teacherCounselor

Parent/guardian(interpreter provided if needed)

• Receives notification of their child’s ELPA21 proficiency

• Contacts ELD specialist or ELD teacher with questions or concerns, if needed

• Participates in team meeting• Receives notification of their child’s

exiting ELD via Promotion with Evidence• Contacts ELD Specialist or ELD teacher

with questions or concerns, if needed

#56-Document Procedures Copies of exiting documents are placed in the student’s permanent cum file by the ELD teacher. An additional copy will be stored in the ELD office.#57 Parents participate in exiting decisions as follows:

Exit via ELPA21 Receives notification of child’s English proficiency May contact ELD specialist or ELD teacher with any questions or concerns Are invited to attend classes

Exit via Promotion with Evidence Receives notification that process for Promoting with Evidence has been initiated Provides input that is included in portfolio of evidence Attends team meeting and participates in decision making process Receives notification of child’s English proficiency or continued placement in ELD

program May contact ELD specialist or ELD teacher with any questions or concern

#58 – 62 MonitoringElementary:

Monitor Year 1 & Monitor Year 2 Twice a year, in the Fall and Spring the EL coordinator/teacher

will review testing and academic scores for monitored students will talk to Classroom teachers who will provide feedback ELD teacher and/or ELD Director will review scores and information

If data indicates new academic concern, either the ELD teacher and/or EL Director will notify the school support team

Scores will be stored in student’s permanent cum file by ELD team Monitor Year 3 & Monitor Year 4

Once a year, in the Fall will review testing and academic scores for monitored students will talk to Classroom teachers who will provide feedback ELD teacher and/or ELD Director will review scores and information


Scores will be stored in student’s permanent cum file by ELD team

Secondary:

Monitor Year 1 & Monitor Year 2 Twice a year, in the Fall and Spring the EL coordinator/teacher

will review testing and academic scores for monitored students will talk to Classroom teachers who will provide feedback ELD teacher and/or ELD Director will review scores and information


Scores will be stored in student’s permanent cum file by ELD team Monitor Year 3 & Monitor Year 4

Once a year, in the Fall will review testing and academic scores for monitored students will talk to Classroom teachers who will provide feedback ELD teacher and/or ELD Director will review scores and information


Scores will be stored in student’s permanent cum file by ELD team

All students who are exited from the EL Program continue to be monitored by the EL Coordinator for four years following their exit date, and this includes exit by waiver. The monitoring includes progress reports, classroom teacher observation and state testing results. At any time during the monitoring process, upon teacher request, parent request or low student performance due to language proficiency, a student will be tested for re-entry into the EL Program. A WMLS RPI score of 75 or less, along with other academic performance evidence will be used as criteria for re-entry in to the EL program. Parents will receive a notification letter of the student’s readmission into the EL program. All test scores, academic performance evidence and parent notification will be kept in the student’s EL cum file. In addition, many students attend a maintenance class after exiting the program. This class is designed to help students catch up in academic areas where they may have fallen behind because of their EL status. In the maintenance class student work on catching up in the core standards so that they

can better handle the academic challenges in their regular classes. We use many formative assessments to determine where the academic holes are and work towards filling them.

#59 Describe the District’s procedures for determining whether a lack of student success is due to academic needs or language needs when considering returning an EL to the district ELD program for the monitored students in each of the four years.

Monitored students with academic concerns will be brought to the school support team. The school support team will analyze data according to the Instructional Intervention Progress Monitoring process, or IIPM, to determine if student’s lack of success is due to language or content needs.

#60 Describe the District’s plan to provide academic and or Language support for monitored students not succeeding in core instruction.

The school support team will make a decision on whether or not the student needs to be readmitted to the EL program, a maintenance program for EL’s , or if the student will benefit from other programs like title or intervention classes. Support services would start right away and be reviewed quarterly to determine if they need to be adjusted. Siuslaw School District provides a maintenance program to help monitored EL’s bring up their academic scores. This is not a study hall but works on core standards students might have missed while learning English. Each student is on an individual lesson plan determined by their needs.

#61Monitoring Waivers

In the fall, parents of English learners with a waiver on file receive a letter from the ELD program stating that their student continues to qualify for ELD supports and may return to the program at any time. English learners with a waiver for service will be included in the District’s four-year monitoring process. Waived students participate in all building, district and state assessments, including ELPA21. Parents receive progress reports and state assessment results throughout the year.

#62 Communication- Monitored EL’s

During the four years of monitoring status, parents receive a letter from the ELD program stating that their student will continue to receive monitoring services. After four years, parents are notified that their student has successfully completed the monitoring process.

Section 7: Equal Access to Other School District Programs

#63 – 70 Procedures for Identifying Additional NeedsThe Siuslaw School District is committed to providing an inclusive and rigorous education for all of our students. EL students in the Siuslaw School District have equal opportunity to participate in and benefit from all district programs, such as core curriculum, Title IA programming, athletics, music, CTE, graduation support classes, after school programs, class trips, etc. All district teachers have been notified of this policy during regular scheduled staff in-services. Parents are notified of the available programs and activities in their home language, whenever possible. The EL Coordinator works with the Special Programs Director to provide translation/interpretation to assist EL students in participation of these programs and activities. If the language is not easily translated locally, every effort will be made to locate outside translation opportunities.

Special Programs Referrals

It is of the utmost importance that a student with limited –English proficiency is not incorrectly identified as needing Special Education (or other Special Programs) services. All efforts will be made to determine that a student’s learning problems are the result of a disability and not a normal process of language acquisition. Our teams must determine that any learning disabilities or language problems exist in the native language as well as in English.

The Child Study Team at the elementary level or the Student Support Team at the secondary level both use a formal Response to Intervention (RTI) process to decide whether to formally evaluate a student for Special Education. These teams include the EL teacher, and the school psychologist, speech therapist, school counselors, principals or other administrators, classroom teacher, special education teacher, and parent.

The EL teacher will determine whether an interpreter will be needed to administer any tests.

When a teacher has a concern that an English Learner may have a learning disability, the district pre-referral/referral process is:

1. The classroom teacher meets with the EL teacher to discuss the specific concerns the teacher has about the student.

2. Possible classroom accommodations, modifications and interventions are suggested and implemented by all teachers.

3. If there is still a concern after recommended interventions have been tried, additional information on the student’s academic performance will be collected. The ELD teacher will compile a report including information on the following:

1. Developmental history of the child2. Parental concerns about the child3. How many years the child has been speaking English4. How much English is spoken at home, if any5. Prior school experience and any other academic problems the child may have

had6. Woodcock-Munoz scores

4. Once this information is compiled the student support team will meet to decide whether formal evaluation is appropriate and which language the child is to be assessed in. If testing is to be done, the special education teacher and school psychologist will choose tests appropriate for English language learner (tests which focus more on nonverbal skills).

5. After testing is complete the team will meet again to decide whether the testing results indicate a learning disability. If so, the student will be entered into the special education process for eligibility and service provision. IEP and EL goals will be appropriately aligned.

6. The EL teacher will attend annual IEP meetings and make sure that the parents are notified of such meetings in a language they can understand, or have interpreters available to read the notice to them.

#66 Describe the districts process for ensuring any IEP meeting and IEP documents are accessible for parents of EL’s in a language parents can understand.

Siuslaw School District uses independent translators or TransACT to ensure parent correspondences regarding the IEP process are provided in a language parents can understand.

#67 TAG Referrals

Students are identified for the TAG Program by the following means:

Teacher, parent, or adult recommendation Nationally standardized test scores Newspaper articles Award announcements Academic achievement Family and student surveys Regularly scheduled conferences State testing Teacher recommendations

Students may be referred for the TAG program by the classroom teacher, the EL teacher, or a parent. When a student with limited-English proficiency is referred for TAG, it will be determined if he/she can qualify using the assessments and standards that are currently in place in the district. The District rubric for TAG Identification provides a written graphic organizer that explains the multiple criteria which are used as a means of including (rather than excluding) students. If the TAG team determines that it could be an English TAG test that is preventing a student from entering the TAG program, the team may decide to focus on the nonverbal parts of the test, or focus on other areas of the TAG rubric to determine that a student should qualify as “TAG Potential”. The EL Coordinator is currently also the TAG coordinator in our district. She has attended several classes on dual identifying students.

We follow the districts procedure for identifying Talented and Gifted students:

Steps:o Referral is initiatedo Data is collected and reviewed, TAG Services are provided for:

o Student’s scoring at the 97% percentile on two or more of the following: Standardized test of intelligence Statewide assessment of math and/or English language arts District benchmark data

Or receiving equivalent points on the TAG rubric

Assessment: An important goal of the district is to ensure that students who are culturally and linguistically diverse are considered for potential TAG services. EL students are included in the district general screening and referral process, and are administered a standardized assessment which is free from language and cultural biases. Points on the rubric are added for students fluent in multiple languages.

Timeline: Formal assessments for TAG identification are administered throughout the school year.

Person(s) Responsible: Students may be referred by the classroom teacher(s), ELD teacher, administrator, or parent

(#68-69 addressed in section above)

#70 Graduation Initiatives

Siuslaw has made graduation rate a priority for all students, and includes students receiving services under the Special Programs Office. Initiatives underway include PBIS, Freshman Success, AVID, and ASPIRE. All students are encouraged, and in some cases required to participate in these initiatives. Our graduation rate has been on the increase over the course of implementing these initiatives, and we expect that to continue. We believe that we can hold that expectation for all of our students, and our high school team of teachers, counselors, and

administrators do not let any students fall through the cracks. Our ELD Coordinator works directly with counseling staff to review and monitor progress toward graduation for our EL students. Credits are tracked each semester, and the principle of “on-track to graduate” is applied individually based on student needs. As students work through the years, any credit deficit will be addressed and remediated. It is the goal that no student ends a year with less than the required 6 credits per year to remain on track.

The district is committed to timely graduation for all students, including ELs, SIFE, Recently Arrived and ELSWD, by:

Closely monitoring the On-Track-to-Graduate data of all 9th graders Providing high school students with a full class schedule Expanding opportunities for students to stay on track for graduation, including:

o Timely opportunities to repeat failed classeso Remediation and intervention supportso Access to: credit recovery programs, online classes and/or night schoolo Alternative high school pathways

Strengthening opportunities for students to earn a diploma beyond 4 years. Investing in quality teaching and professional development opportunities for K-12

educators

Section 8: Parent and Community Involvement

#71 - 73

The EL Coordinator/Teacher is responsible for sending out parent letters, and placement letters. Letters are sent out within a week of any decision being made. Usually letters are sent the same day that a decision is made. Letters are sent in the parent’s home language and English whenever possible. In addition, many of the forms and general letters that are sent out at school have been translated by EL staff and parent volunteers. For example, the summer school and afterschool program letters have been translated into Spanish. Copies of these letters are kept on file in school offices and the Special Programs Office, for future use. Siuslaw School District uses Transact for forms and documents as well. Assistance is also available to aid parents in understanding test results. Translators for other home languages can be made available as needed. The EL staff is proactive in notifying parents by phone when important information is being sent home. These communications alert parents of the importance of the information and of any action they need to take. Parents are personally invited to all parent conferences and IEP meetings via a phone call or notice home.

Siuslaw School District will notify parents and students of available programs and services in their language of origin, whenever possible. Parents are also invited to take English classes alongside their students.

Information will be broadcast across multiple venues, which may include:

Building Communications Flyers sent home with students Bulletin boards Marquis PTO announcements and

information sessions Building eNewsletters School website

District Communications District website Auto-dialer messages Social media Mailers

Local Media Television Newspaper Radio

The district will provide translation for all standard documents, (i.e. progress reports, handbooks, permissions slips, etc.) by the use of independent translators or TransACT. The district makes every effort to provide district and building messaging in a language parents can understand. All translation/interpretation requests come through the Special Programs Secretary.

#74 - 75 Private Schools

The Special Programs Director review program and service availability with local private schools on an annual basis. Letters and phone calls to local private schools are made in early spring, and a meeting is set for May/June to review all federal programs available. The Special Programs Director for Siuslaw SD manages all federal programs, and discusses this with local private schools at one meeting. As private schools opt to access services, they contact the Office of Special Programs, and appropriate referrals are made for the student’s needs. This includes Title IA, IIA, III, VI, Special Education, and Section 504.

#76 Dissemination of ODE ReportsThe Special Programs Director is responsible for the dissemination of information regarding Title III reports and services to district-level and community members. This includes reports to the school board, district websites, community news outreach sources, and local private schools. Reports to the board are made monthly, and website or news updates occur as new information is made available. Annually, there is a meeting held in the spring or early in the school year with local private schools to discuss all services available, and to sign paperwork. Ongoing communication with private schools is determined by the services that they choose to participate in.Siuslaw School District shares the ODE EL Legislative Report with parents, school board, community, and staff members. The report is read by the ELD specialist and shared with the Title III Director/ Special Programs Director. The Special Programs Director distributes the report to the Siuslaw Superintendent and School Board. Meanwhile, the ELD specialist will disseminate the report to ELD staff and parents annually. Information is also posted on the district website.

#77 Parent InvolvementIt is the belief of the Siuslaw school District that the involvement of parents in the education of their children is fundamental to student success. Parents who do not speak fluent English often have a more difficult time participating in the education of their children. The EL staff helps parents access the school system. The EL staff:

Schedules interpretation services during parent conferences and IEP meetings Provides written translations of NCLB related information, district-wide, school and

classroom documents Invites parents to attend classes with their students Let’s parents know about school leadership roles, and ways they can become involved

In addition, parents of students in the EL program are encouraged to volunteer in the EL class with their student, and participate in English Learning activities. Having the parents in the class serves many purposes, encouraging students to participate in activities and showing students that even adults want to learn.

Parent opinion surveys and parent meetings are held annually to ensure that parents and community members play an active role in EL program decisions.

Section 9: Program Implementation Evaluation

#78 - 85 Program Evaluation Process

The EL Program Evaluation tool and Student Performance Evaluation tool will be used to evaluate program implementation. This is a new format for evaluating, tracking, and implementing an improvement cycle as needed:

EL Program Evaluation- Siuslaw School District 97JTeam

School____________ Administrator_________________________ Date________

This section to be completed by an administrator in every school. Please send completed survey to Special Programs Office by the last day of each school

year. For any response of partial, attach narrative to inform improvement.Yes No Partial

1 Is the Home Language Survey part of the school enrollment packet, with every family given the opportunity to fill it out?

2 Is the completed Home language Survey given to the EL teacher within one day of its completion by the family?

3 For a student with a home language other than English, is the student assessed by the EL teacher for EL program eligibility within one week of receiving the Home Language Survey?

4 For a student whose home language is English, is the home language survey filed in the student’s cumulative file or kept in the central file in the school office?

5 For the student who enrolls after the first 30 days of the school year and who qualifies for services, is the student placed in the EL program and parents notified of program placement within 10 days of enrollment?

6 For the student who qualifies for services, are the Home Language Survey, copy of the parent notification letter and testing results filed in the students’ EL cumulative file?

7 Are EL student’s content teachers getting information about the EL students EL goals?

8 Have parents been involved in student planning? Were parent meetings held, and/or surveys completed by EL staff?

9 Were any grievances or complaints filed regarding program implementation or service delivery? If yes, please attach documentation of outcomes.

10

Were trainings available to all staff that support instruction of students receiving EL services?

11

Were students exited and monitored by EL staff based on outlined criteria?

12

Are EL curriculum and materials consistent with EL program of service?

13

Were data on EL progress toward AMAO’s included in data team analysis for student or program evaluation and improvement?

14

Was the EL staff provided feedback and evaluation using district evaluative procedures?

1 Have any concerns been identified in EL program implementation? (Please attach any narrative or data to support concerns)

5

85. Parent ParticipationSiuslaw School District has an established process for involving EL parents in school and district decision-making and recruitment work groups. Parents are included in individual student meetings, as well as district and building-level planning meetings and program surveys. Interpretation and document translation to a language parent’s can understand is offered for opportunities to participate.

# 86 – 96 Student Performance Evaluation Process

The EL Student Performance Evaluation tool will be used to evaluate student language acquisition and academic performance:

EL Student Performance Evaluation- Siuslaw School District 97JTeam

EL Coordinator _____________________ Admin_____________________ Date________

This section to be completed by the Special Programs Director and EL Coordinator. Goals monitored in an ongoing timeline; full review at end of each year, improvement

cycle implemented as warranted. Attach any narrative or improvement plan.

Yes No Partial

1 Is the district’s rate of ELs acquiring English language skills consistent the with district’s EL program goals or expectations?

2 Is the district’s rate of language development progress compatible with the district’s objectives for academic (core content) progress?

3 Are district EL students meeting standards in English language skills as compared to other student’s progress toward the district’s goals and standards?

4 Are all EL students (LEP and monitored) making progress in English language skills as this relates to regular coursework?

5 Are former EL’s continuing to demonstrate English language skills as measured by completion of regular course credits?

6 Are current EL students receiving English language development services progressing academically relative to program goals or expectations for core content knowledge?

7 Are the current EL, monitored EL, and former EL students making academic progress, as compared to the academic performance of all other students?

The EL program of Siuslaw School District 97J is designed to ensure that all EL students acquire English language proficiency and that students are provided with access to all of the district’s educational programming. A new evaluative tool (above) and cycle for improvement will be implemented in 2018-19. Siuslaw School District will provide meaningful instruction with researched based curriculum to all EL students based on their individual language needs. Siuslaw School District checks on these goals and the validity of the EL Plan in the following ways:

In June of each year, an EL Program team will complete the Siuslaw School District 97J Program Evaluation Summary (#78 above) and Student Performance Evaluation (#86 above). The team will consist of the EL coordinator/teachers, Special Programs Director, EL assistants, and could include building administrators, building representatives, parent representatives, student representatives, and classroom teachers. The team will review the EL Program Evaluation, AMAO reports, AYP reports, and the data included in the EL quick files, which includes OAKs data, Easy-CBM data, ELPA scores, ADEPT scores, parent meeting notes, and any grievances/complaints. The team will identify areas for improvement in the EL plan that need to be addressed before the next school year.

The EL Teacher/Coordinator and assistants review the EL files in the Fall and again in the Spring to check for validity and accuracy in record keeping. Files are checked for initial identification paperwork, documentation of language level assessments, and current formative assessments. This body of evidence is evaluated to review that initial placement was necessary and that continued placement is in the child’s best interest. Files are updated and materials are added and checked for as data is made available from the district’s adopted assessments and the EL Coordinator’s formative assessments.

Student achievement data in both the regular classroom and the EL classroom including both formative and summative assessments will be compiled quarterly. The EL coordinator will track student progress in the EL classroom using a variety of assessments, including both formal and informal assessment. ELPA and OAKS data will be compiled annually to determine the effectiveness of instruction. Staff surveys will also be administered annually each spring as additional data points.

#86-96 Performance Evaluation and Program Improvement 2017Based on evaluation team meeting and review of data, Siuslaw SD’s EL Program concluded the following:

For SY 2016-17, we found the following:

1. Did the district meet the program evaluation requirements for each step of the district’s process? Yes, as evidenced by dated materials in student files, or observed by building or

Special Programs administration: Timelines were met. Identification screener was administered and filed in a timely manner. Staff and materials are up to date and state approved. Monitoring is in place. Parent notification and inclusion is in place.

2. Did the district meet student performance goals and requirements for district’s process? All students were either progressing or proficient on ELPA 21 2015-16. 3 Emerging, 10 Progressing, and 2 Proficient on ELPA21 2016-17. 71% of EL students were on track with regular coursework as monitored by EL

Coordinator using course grades and teacher observations, as compared to other students. At the high school, two students who are recent arrivers have not kept on par with general education classmates, and higher levels of intervention and support (Rosetta Stone, translation for English coursework) have been implemented to help those students.

o SBA data is not rated on report card due to not meeting minimum size. However, the rating for Academic Growth was 50.0 Combined Median Growth percentile, and this would indicate a rating of Level 4.

o Student Group Outcomes from District Report Card: Ever English Learners

On Track = 71.4% (below state 78.7%) Graduation = 100% (above state 71.1%) Completion = 70% (below state 75.6%) Dropout = 4.6 (above state 4.0)

Progress and improvement are noted, and improvement in area of credit completion is needed. Siuslaw SD EL Programs will implement strategies of credit counseling, daily coursework tutoring, and monitoring and collaboration with general education staff to increase our outcomes at that level. Our EL Coordinator will address student needs individually at the high school, and systemically through curriculum choices at the elementary and middle levels. National Geographic curriculum with numerous supplemental interventions (i.e. Rosetta Stone, Moby Max, Grammar Gallery) will be implemented to increase EL’s outcomes.

Measures/AssessmentFor English Language Proficiency:

Measures of effectiveness: ELPA21 scores, ADEPT

Progress monitoring: Formative assessments (as determined by EL Coordinator/Teacher: REACH, Inside, EDGE, Moby Max, writing journals, teacher input)

Reviewed quarterly by EL Coordinator/Teacher.

Students will acquire English language proficiency within five years of enrollment in ELD Program, aligning with the goals set forth by the Oregon Department of Education.

The Woodcock Munoz-Munoz Language Survey will be administered to all new students when they enroll in school, if the Language Use Survey (see appendix) indicates another language is/has been spoken in the home.

The ADEPT as well as REACH, Inside and EDGE, and other curriculum-based assessments, will be used as progress monitor tools as determined by the EL Coordinator/Teacher.

The ELPA 21 test will measure their progress in acquiring English language proficiency and to determine who will need extra assistance in meeting the proficiency targets.

In addition, English Language Proficiency Assessment (ELPA 21) scores will be the main measure of evaluation of correct placement. The ELPA 21 Screener may be adopted as a qualifying assessment when it becomes available.

For Core Content Knowledge:

At the elementary level, Core program effectiveness is measured through systematic progress monitoring of EL students’ academic achievement, as demonstrated through various assessments which include:

Formative assessments (Easy CBM, STAR) aligned to the Common Core Standards Curriculum-based formative assessments and progress monitoring:

o Formative EL assessments (as determined by EL Coordinator/Teacher: REACH, Inside, EDGE, Moby Max, writing journals, teacher input)

o Teacher input on classroom curriculum-based assessments, reviewed quarterly by EL Coordinator/Teacher.

At the secondary level, program effectiveness is measured through systematic progress monitoring by EL Coordinator/Teacher of EL students’ academic achievement on:

Formative EL assessments (as determined by EL Coordinator/Teacher: REACH, Inside, EDGE, Moby Max, writing journals, teacher input)

Teacher input on classroom curriculum-based assessments, reviewed quarterly by EL Coordinator/Teacher.

Monitoring of SBAC scores by EL Coordinator/Teacher.

#95- 96. Concerns present, and how will the District address these concerns?

Area of Concern Description of Concern District will Address the Concern by:Inter-program communication across all Special Programs can be improved for more seamless service to students.

EL students who participate in other special programs (ie. SPED) have case management communication that does not always smoothly travel between other case managers and EL Coordinator.

Creating online documents to connect EL and other special programs case managers.Student lists will be shared confidentially, so that all ELSWD’s for example, will have clear notation that EL Coordinator is member of every meeting or plan.

Monitoring Notification to EL’s who are monitored needs to be updated.

EL Coordinator will establish and implement new notices and procedures for parent notification.

Parent Involvement Lack of involvement of EL families within Siuslaw SD 97J.

District will improve outreach to parents via resource materials delivered monthly (ie. newsletters, parent guidance information, surveys).

ELs underperforming in content areas

ELs are performing below non-ELs on state assessments.

District will improve procedures for intervention K-5th grade via implementation of new Title IA curriculum in tandem with EL Coordinator input and guidance. This provides a stronger intervention layer to our RTI process.

EL Plan Participants ListName Title/PositionKassy Keppol EL Teacher, TAG CoordinatorLisa Utz Special Programs DirectorAndy Grzeskowiak SuperintendentMike Harklerode Elementary PrincipalAndy Marohl Middle School PrincipalKerri Tatum High School PrincipalSteven Moser High School CounselorSarah Girard Middle School CounselorAllison Bitner Elementary CounselorRobyn Wallace-Blanchard School Psychologist

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